Language: English

ISSN: 0026-0150

Abstract/Notes: Montessori education gathers around two purposes: biological and social purposes. Helping natural development of an individual is targeted in the biological part, and preparation of an individual for the environment is targeted in the social part (Montessori, 1947). Fundamental element of Montessori approach is to form the space. Although there are plenty of studies present in the literature on this subject, it was noted that studies on interior spaces, with which people have quite intensive and higher level of relationship, turned out to be very few. Thus, in this study, in the context of findings determined by conceptual components affecting physical characteristics in the formation of interior spaces, particularly in kindergartens applying Montessori education model, which has become widespread in preschool educational institutions in Turkey during the past ten years; For this reason five (all) institutions in Ankara were selected as the area of study with more than one data collection technique, and survey with quantitative approach, and document investigation with qualitative approach and monitoring (mechanical) techniques were used. In the applied study, characteristics making up the interior space in preschool educational institutions were studied in the content of the titles of Properties of Interiors, General Spatial Standards of Day Care Centre, Atmospheric Properties Floor, Wall, Furnishings etc...), Furniture and Equipment, and the sample interior- space forming model for design setting was suggested. [Montessori eğitimi iki amaç etrafında toplanır: biyolojik ve sosyal amaçlar. Bir bireyin doğal gelişimine yardımcı olmak biyolojik yönünü hedef alırken ve çevre için bireyin hazırlanması toplumsal yönünü hedefler (Montessori, 1947). Montessori yaklaşımının temel unsuru mekanı oluşturmaktır. Bu konuda literatürde çok sayıda çalışma olmasına rağmen, insanların oldukça yoğun ve yüksek düzeyde ilişkilere sahip olduğu iç mekanlarla ilgili çalışmaların çok az olduğu ortaya çıkmıştır. Bu nedenle, bu çalışmada, özellikle son on yılda Türkiye’de okul öncesi eğitim kurumlarında yaygınlaşan Montessori eğitim modelini uygulayan anaokullarında iç mekan oluşumunda fiziksel özellikleri etkileyen kavramsal bileşenler tarafından belirlenen bulgular bağlamında; Ankara’da beş (tüm) kurum birden fazla veri toplama tekniği ile çalışma alanı olarak seçilmiş, niceliksel yaklaşımla anket, nitel yaklaşım ile izleme (mekanik) teknikleriyle belge araştırması kullanılmıştır. Uygulamalı çalışmada, İç Mekanların Özellikleri, Anaokulunun Genel Mekansal Standartları, Atmosferik Zemin Kat, Duvar, Mobilyalar vb. Başlıkları kapsamında, okul öncesi eğitim kurumlarındaki iç mekanı oluşturan özellikler incelenmiştir. Ayrıca, Mobilya, Ekipman ve tasarım ortamı için örnek iç mekan oluşturma modeli önerilmiştir.]

Language: English

DOI: 10.5505/megaron.2018.93276

ISSN: 1309-6915

Abstract/Notes: This report presents results from an experimental comparison of four prekindergarten programs and a 3-year follow-up through second grade. The major purposes of the study were: (a) to obtain information on program dimensions; and (b) to assess program effects on the cognitive, motivational, and perceptual development of 4-year-olds. Fourteen classes were conducted in Head Start throughout 1968-1969-two in Montessori; four each in Traditional, an enrichment program; Bereiter-Engelmann, an academic drill approach; and Darcee, which combined an emphasis on aptitudes and attitudes. Children were randomly assigned within schools to experimental or nonexperimental classes. They were assessed after 8 weeks and after 6 months of school. A control group was also tested-a non-preschool group similar to the experimental sample. Monitoring of treatments was done live and also from videotapes. In the kindergarten year, one class from each program entered a token-economy Follow-Through program. The remainder entered Regular kindergarten. Video-tape monitoring was also done in kindergarten and first-grade classes. Results-program dimensions: the prekindergarten programs did differ, and most of the differences were in predicted directions. Programs were similar to or different from each other depending upon which treatment dimensions were used. Four distinct programs existed only on the more molecular techniques (e. g., modeling or role playing). On some molar dimensions there were only two treatments; on others one program stood apart from the other three. All programs were low on some dimensions, and on others no distinction could be made. Program effects: the prekindergarten programs did have different effects on children, both in terms of immediate impact and over a 4-year period regardless of what programs they had later. The immediate effects on cognitive variables were predictably greater for more didactic programs. Stable effects over 4 years, however, were in noncognitive areas. There were no stable main effects from later programs, but differential effects on both cognitive and noncognitive measures resulted from various combinations of prekindergarten and kindergarten programs.

Language: English

DOI: 10.2307/1165878

ISSN: 0037-976X

Abstract/Notes: The development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, goodhabits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specificskills and their application to everyday life. Therefore, the aim of the research was to identify thelevel of self-care skills in 4-year-old children attending selected kindergartens located in MińskMazowiecki and Siedlce. The research was conducted on 200 children from Non-public CreativeActivity Montessori Kindergarten ‘Zameczek’ in Siedlce, Non-public Montessori Kindergarten‘Delfinek’ in Mińsk Mazowiecki and 6 traditional kindergartens — 2 of which were located inMińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied levelof self-care skills depending on kindergarten the children attended.

Language: Polish

ISSN: 2353-7140, 2353-7159

Abstract/Notes: This article is about the Montessori program and its advantages and disadvantages, and general information about this program is covered in detail in this article. The essence of this program is self-education of the child. The history and importance of Montessori today is also covered in this article.

Language: English

ISSN: 2835-396X

Abstract/Notes: This article is about the Montessori program and its advantages and disadvantages, and general information about this program is covered in detail in this article. The essence of this program is self-education of the child. The history and importance of Montessori today is also covered in this article.

Language: English

ISSN: 2835-396X

Abstract/Notes: 25 children in a morning class of a Montessori preschool were administered a program of perceptual-motor training which stressed control of impulsiveness and development of attentional skills. 24 children in the afternoon class were controls. All children were administered a battery of psychological tests prior to training and again 7 mo. later at the termination of the training. All the children (both groups) exhibited a mean 12- to 13-point gain in Peabody Picture Vocabulary IQ and a mean 13- to 14-point gain in Draw-A-Person IQ. In addition, experimental Ss exhibited mean gains on the Auditoryvocal and Visual-motor Sequential subtests of the Illinois Test of Psycholinguistic Abilities and in Ego-control scores of the Arrow-Dot Test. Controls showed no such gains. It is concluded that the perceptual-motor training program might supply a useful adjunct to the regular Montessori curriculum.

Language: English

DOI: 10.2466/pms.1971.32.1.71

ISSN: 1558-688X, 0031-5125

Abstract/Notes: Preschool children attending two Montessori schools (26 boys, 23 girls at School A; 33 boys, 33 girls at School B) were administered the IES Arrow-Dot Test along with several other psychological tests in order to establish preliminary preschool norms and to test the hypothesis that I-scores would decline, while E- and S-scores would rise over ages 3 to 6. The data supported the hypothesis; however, there were clear differences between the two schools which indicated that much more than age and IQ were determining the level and pattern of the scores.

Language: English

DOI: 10.2466/pms.1969.29.1.235

ISSN: 1558-688X, 0031-5125

Abstract/Notes: This comparison is based on the authors' selective review of literature, observations of Montessori preschools in America and Australia, and experience in early childhood teacher education in Australia. The discussion explores general educational objectives, curricula, children's activities, instructional approaches, and teacher role in preschools implementing Montessorian and eclectic (or "regular") approaches. The preparation of early childhood teachers for Montessori and regular preschools is also compared and discussed in relation to advances in knowledge of child development and modern educational theory and practice. Recent research comparing educational outcomes of Montessori and regular preschool education is cited. The discussion concludes with an evaluation of the relevance and usefulness of the Montessori approach within the fields of preschool education and teacher education today.

Language: English

Language: Croatian

ISSN: 1332-3008, 1849-1650